The nature of feedback: How different types of peer feedback affect writing performance

Nelson, Melissa M.; Schunn, Christian D.

doi:10.1007/s11251-008-9053-x

Cited by 602Student Assessment and FeedbackEFL/ESL Teaching and LearningInnovative Teaching and Learning Methods

The nature of feedback: How different types of peer feedback affect writing performance

Nelson, Melissa M., Schunn, Christian D.·2009·Instructional Science

DOI 10.1007/s11251-008-9053-x

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Feedback quality is strongly associated with specificity.
“This is consistent with the research of Nelson and Schunn (2009); Henderson et al. (2019), who found that feedback quality is strongly associated with specificity.”
From Impact of AI assistance on student agency (2024) · cites this paper as Nelson and Schunn (2009)
Studies have found that the affective features of feedback have less impact on student improvement than cognitive features.
“That students used the improvement category kindness to a lesser extent than the improvement suggestions specificity, justification, and constructivity, resonates well with studies that have found that the affective features of feedback has less impact on student improvement than cognitive features (Hattie & Timperley, 2007;Nelson & Schunn, 2009).”
From Using learning analytics to understand student perceptions of peer feedback (2021) · cites this paper as Nelson & Schunn, 2009
Student's sensemaking of the feedback correlates with their experience of its usefulness is known from previous studies and relates to the problem of the feedback gap.
“That student's sensemaking of the feedback correlates with their experience of its usefulness is known from previous studies and relates to the problem of the feedback gap (Jonsson, 2013;Nelson & Schunn, 2009).”
From Using learning analytics to understand student perceptions of peer feedback (2021) · cites this paper as Nelson & Schunn, 2009
In a study of peer feedback using 1,073 feedback segments from an online peer review system (SWoRD), Nelson and Schunn (2009) found that students' comprehension of the feedback was the only significant mediator for student implementation.
“in a study of peer feedback using 1,073 feedback segments from an online peer review system (SWoRD), Nelson and Schunn (2009) found that student's comprehension of the feedback was the only significant mediator for student implementation.”
From Using learning analytics to understand student perceptions of peer feedback (2021) · cites this paper as Nelson and Schunn (2009)
Nelson and Schunn (2009) found that students were more likely to understand feedback if it offered concrete solutions, a location of the problem(s), or a summary.
“In particular, they found that students were more likely to understand the feedback if it offered concrete solutions, a location of the problem(s), or if the feedback included a summary.”
From Using learning analytics to understand student perceptions of peer feedback (2021) · cites this paper as Nelson and Schunn (2009)

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Localization Explanation Understanding Feedback implementation
Nelson, M. M., Christian, Æ., Schunn, D., Nelson, M. M., Schunn, C. D., & Sci, I. (2007)
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The Nature of Feedback: Investigating How Different Types of Feedback Affect Writing Performance
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Comment Type Matters: Analysing the Implementation of Summary, Problem/Solution, and Praise Comments in Peer Feedback
Shulgina, G., Адамович, К., Zhang, H., Fanguy, M., Baldwin, M., & Costley, J. (2025) · Active Learning in Higher Education · doi:10.1177/14697874251389104

Authors: Nelson, M. M., & Schunn, C. D.
Affiliations: University of Pittsburgh (US)
Corresponding author: Nelson, Melissa M.
ORCID: Schunn, Christian D.
Venue: Instructional Science
Publisher: Springer Science and Business Media LLC
Published: 2008-04-04
Volume: 37
Issue: 4
Pages: 375-401
ISSN: 0020-4277 (ISSN-L)
1573-1952
DOI: 10.1007/s11251-008-9053-x
OpenAlex: W2075371609
Cited by: 602
References: 67
Citations by year: 2026: 40 · 2025: 48 · 2024: 53 · 2023: 54 · 2022: 42 · 2021: 50 · 2020: 36 · 2019: 37 · 2018: 40 · 2017: 26 · 2016: 32 · 2015: 31 · 2014: 27 · 2013: 32 · 2012: 22
FWCI: 46.39
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
Locations: Instructional Science (publishedVersion)
D-Scholarship@Pitt (University of Pittsburgh) (acceptedVersion)
Topics: Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords: peer feedback, writing performance, feedback implementation, problem understanding, peer review, swords

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